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Discussions blooms

1.
DELVING INTO ONLINE
DISCUSSIONS TO DETERMINE
WHAT WORKS BEST (OR BETTER)
Dr. Brenda Bagwell, Faculty Development Trainer and Researcher
Dr. Lori Poole, Program Coordinator and Research Initiative Coordinator

2.
CSU-Global Campus: Brief History
•Nation’s first, independent, 100%
online public university
•Created to serve adult learners in
completing their degrees
•85% of faculty members have terminal
degrees; all faculty members at the
graduate level have a terminal degree

4.
Research Project Questions
PHASE I:
What is going on in our class discussions?
How does instructor and student
interaction affect the class discussions?
PHASE II:
Are we really working through the
Bloom’s levels in our discussions
as the courses are designed to?

5.
Online Class Discussions
• CSU-Global Class Discussions:
One discussion question per week about a
topic related to the week’s learning outcomes
in each 8-week long courses.
• Outcomes: Outcomes refer to the learning
goals at each level—at the program level, at
the course level, and at the module level
(referred to as Learning Outcomes).

6.
Research Project: Phase I
• Determine if the type of overall discussion
prompt impacts discussion postings and
interactions
• Categorize the types of discussion posts
students are making
• Evaluate how instructor replies impact
discussion participation and course evaluations

10.
Online Class Discussions
• Bloom’s is a classification of
levels of intellectual
behavior important in
learning.
• All CSU-Global courses
employ Bloom’s verbs in all
kinds of learning outcomes,
with the intent for students
to work through the levels.

11.
Bloom’s Taxonomy
Remembering: can the student
recall/remember information?
Understanding: can the student
explain ideas or concepts?
Applying: can the student use the
information in a new way?
Analyzing: can the student
distinguish between different parts?
Evaluating: can the student justify a
stand or decision?
Creating: can the student create new
product or point of view?

12.
Research Project: Phase II
• What Bloom’s level are students reaching in
initial posting?
• Is there any relation to the cognitive level
reached and the overall discussion prompt?
• Does the cognitive level deepen throughout
the term?
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators
Online, 6(1).

14.
Research Project: Phase II
• Does the cognitive level deepen throughout
the term?
• Peaked in middle, but dropped in the end (for both
students and instructors)
• BUT…often the level noted in the course
outline/development was not the level actually
reached

15.
Research Project: Phase II
Does student interaction lead to a higher level? When fellow students reply and/or ask
questions is a deeper level attained? Do instructor prompts and questions lead to a
higher level? When students are asked questions by the instructor is a deeper level
attained? Does the cognitive level deepen throughout the term?
• Average levels are remembering and analysis
• Replies varied from student to student
• Peaked in middle, but dropped in the end (for both
students and instructors)
• BUT…often the level noted in the course
outline/development was not the level actually
reached
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators
Online, 6(1).